English Language scheme of work for Primary 5

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The English Language Scheme of Work for Primary 5 aims to provide a comprehensive framework for teaching and learning the English language. This scheme focuses on enhancing students’ language skills, including reading, writing, speaking, and listening. It is designed to align with the curriculum objectives and ensure the progressive development of language proficiency.

First Term English Language Scheme of Work for Primary 5

Week	Topic	Content	Behavioural Objectives	Learning Activities	Instructional Materials	Examination
1	(a) Speech work: Intonation patterns, stress and rhyme	Identify rising and falling tone; Use the tones and stress in songs; Compare the rhythmic pattern of each song with one another, compose the different rhymes	Pupils should be able to identify rising and falling tone, use tones and stress in songs, and compare rhythmic patterns.	– Pupils, in pairs, identify the difference between rising tone and falling tone. – Pupils, in small groups, use the rising intonation and falling intonation with stress indication on the given songs. – Pupils, as a class, compare the rhythmic pattern of each song with one another line by line	Audio-visual resources (Tape recorder, Books with different songs)	–
	(b) Structure: Review of tenses	List the types of tense; Use the tenses in sentences; Interpret actions in pictures in accordance with time (tenses); Classify the tenses of sentences used in a given passage.	Pupils should be able to list types of tense, use tenses in sentences, interpret actions in pictures according to tenses, and classify tenses in a passage.	– Pupils, as a class, list the three major types of tenses (past, present, future). – Pupils, in small groups, use tenses in sentences. – Pupils, in small groups, interpret the actions in given pictures according to tenses. – Pupils, in pairs, study a short passage to classify sentences into tenses.	Audio-visual resources (Charts, Flash cards, Pictures on tenses, Games on tenses)	–
	(c) Comprehension: Reading to comprehend main ideas	Identify the topic sentence in each paragraph; Establish the relationship between the topic sentence(s) and the main idea in a given passage; Attach contextual meanings to new words found in a given passage.	Pupils should be able to identify topic sentences, relate them to the main idea, and attach meanings to new words in a passage.	– Pupils listen to the teacher read the passage to identify new words and their pronunciation. – Pupils, in small groups, identify the topic sentence in each paragraph and relate it to the main idea. – Pupils pair up to establish the relationship between real-life experiences and the main idea in the passage.	Audio-visual resources (Flash cards)	–
	(d) Vocabulary development: Words associated with family relationships	List a minimum of fifteen related words for family relationships; Explain the following terms: marriage, birth, siblings, couple, kinship, lineage, uncle, aunt, nephew, niece, cousin, brother-in-law, grandfather, mother, distant relatives; Use the words in sentences; Compose short compositions on the family	Pupils should be able to list words related to family relationships, explain terms, use words in sentences, and compose short compositions about the family.	– Pupils, as a class, list words related to family relationships. – Pupils, in small groups, sort out words associated with family relationships from a given jigsaw puzzle. – Each group leader presents their work to the whole class for evaluation.	Audio-visual resources (Charts, pictures)	–
	(e) Writing: Essay writing on “How I spent my Last Holiday”	Identify the features of a narrative essay; Discuss their experiences on the previous holiday; Write an essay on how they spent their last holiday	Pupils should be able to identify narrative essay features, discuss previous holiday experiences, and write an essay about it.	– Pupils, in groups, study a sample of a narrative essay and identify its introduction, body, conclusion, past tense, logical presentation, etc. – Pupils, in pairs, share their holiday experiences. – Each pupil writes an essay on “How I spent my Last Holiday.”	Audio-visual resources (Charts on the features of a narrative essay, a sample of a Narrative Essay)	–
	(f) Dictations for the Week	Master the spellings and meanings of specific words: excited, terminus, rapidly, whizzing, numerous, famous, unique, thoroughly, invitation, recklessly	Pupils should master the spellings and meanings of specific words.	– Pupils, as individuals, look up the meanings, word classes, and pronunciation of the given words in a dictionary and use each word in, at least, a sentence.	Hardcopy, Online dictionary	–
2	(a) Speech work: Vowel sounds /ae/ and /a:/	Identify and pronounce vowel sounds /ae/ and /a:/ correctly; Draw contrast between the sounds when used in words; Use each word in a sentence	Pupils should be able to identify and pronounce vowel sounds correctly, draw contrasts, and use them in sentences.	– Pupils, as a class, study a chart, identify and pronounce each sound appropriately. – Each pupil mimics the mouth positioning model to pronounce both sounds. – Pupils, in small groups, draw contrasts between the long and short sounds by producing words with the sounds. – Pupils, in pairs, construct sentences with the pairs of sounds to bring out the contrast.	Audio-visual resources (Charts, Flashcards, Audio player, Recommended English textbooks, Pronouncing Dictionary by Daniel Jones)	–
	(b) Structure: Making Sentences with Modal Auxiliaries	Explain and provide examples of modal auxiliaries (must, ought to, will, have to, shall, can, must etc.); Use modal auxiliaries in sentences; Infer the functions of modal auxiliaries in each sentence (such as futurity, possibility, certainty, willingness, unwillingness, obligation, permission, request); Compare using modal auxiliaries for making polite requests with casual requests.	Pupils should be able to explain modal auxiliaries, use them in sentences, infer their functions, and compare their use in polite and casual requests.	– Pupils, in class, brainstorm to define and cite examples of modal auxiliaries. – Pupils, in small groups, use the modals in sentences. – Pupils, in pairs, infer the functions of each modal auxiliary verb in the sentences. – Pupils, in small groups, compare the use of modals in polite and casual requests.	Audio-visual resources (Charts, Pictures on modal auxiliaries)	–
	(c) Comprehension: Comprehending details	Identify details in a given passage; Relate details to the main idea; Answer questions related to a given passage; Discuss and evaluate the information in the passage	Pupils should be able to identify details in a passage, relate them to the main idea, answer questions, and discuss and evaluate the passage’s information.	– Pupils, in pairs, read the passage to identify details and relate them to the main idea. – Pupils answer questions individually based on the passage. – Pupils, in small groups, discuss and evaluate the information contained in the passage.	Audio-visual resources (Passage materials, Questions on the passage)	–
	(d) Vocabulary development: Words associated with housekeeping chores	List a minimum of fifteen related words for housekeeping chores; Use the words in sentences; Compose short compositions on housekeeping chores	Pupils should be able to list words related to housekeeping chores, use them in sentences, and compose short compositions about housekeeping chores.	– Pupils, in groups, brainstorm and list words related to housekeeping chores. – Pupils, in pairs, use the words in sentences. – Each pupil writes a short composition on housekeeping chores.	Audio-visual resources (Charts, pictures)	–
	(e) Writing: Letter Writing	Explain the purpose and format of personal letters; Identify the features of personal letters; Write a personal letter to a family member, telling them about your experience during the last holiday	Pupils should be able to explain the purpose and format of personal letters, identify features, and write a personal letter.	– Pupils, in pairs, brainstorm and list reasons for writing letters. – Pupils, as a class, discuss the format of personal letters. – Pupils, in pairs, write personal letters to family members about their experiences during the last holiday.	Audio-visual resources (Samples of personal letters)	–
	(f) Dictations for the Week	Master the spellings and meanings of specific words: excitement, train, whisking, unpredictable, influence, amusement, ridiculous, letter, exchange, polite, hearty	Pupils should master the spellings and meanings of specific words.	– Pupils, as individuals, look up the meanings, word classes, and pronunciation of the given words in a dictionary and use each word in, at least, a sentence.	Hardcopy, Online dictionary	–
3	(a) Speech work: Consonant /k/ and /g/	Identify and pronounce consonant sounds /k/ and /g/ correctly; Use each word in a sentence	Pupils should be able to identify and pronounce consonant sounds correctly and use them in sentences.	– Pupils, in pairs, listen and pronounce the sounds /k/ and /g/ accurately. – Pupils, in pairs, use each word in a sentence to practice pronunciation.	Audio-visual resources (Charts, Flashcards, Audio player, Recommended English textbooks, Pronouncing Dictionary by Daniel Jones)	–
	(b) Structure: Conjunctions	Explain the concept of conjunctions and provide examples; Use conjunctions in sentences to show a relationship between ideas; Compose sentences and paragraphs using conjunctions	Pupils should be able to explain conjunctions, use them in sentences to indicate relationships between ideas, and compose text using conjunctions.	– Pupils, as a class, brainstorm to define and cite examples of conjunctions. – Pupils, in small groups, use conjunctions in sentences to demonstrate different relationships between ideas. – Pupils, in pairs, compose sentences and paragraphs using conjunctions.	Audio-visual resources (Charts, Pictures on conjunctions)	–
	(c) Comprehension: Comprehending the Plot	Identify the plot in a given passage; List the events in the order of their occurrence; Discuss and evaluate the actions of characters in the passage	Pupils should be able to identify the plot, list events in order, and discuss and evaluate character actions in a passage.	– Pupils, in pairs, read the passage and identify the plot. – Pupils, as individuals, list the events in the order of their occurrence. – Pupils, in small groups, discuss and evaluate the actions of characters in the passage.	Audio-visual resources (Passage materials)	–
	(d) Vocabulary development: Words associated with nature	List a minimum of fifteen related words for nature; Use the words in sentences; Compose short compositions on nature	Pupils should be able to list words related to nature, use them in sentences, and compose short compositions about nature.	– Pupils, in groups, brainstorm and list words related to nature. – Pupils, in pairs, use the words in sentences. – Each pupil writes a short composition about nature.	Audio-visual resources (Charts, pictures)	–
	(e) Writing: Narrative Writing	Identify the features of a narrative text; Write a narrative text on “An Exciting Adventure”	Pupils should be able to identify narrative text features and write a narrative text.	– Pupils, in pairs, study a sample of a narrative text and identify its introduction, body, conclusion, past tense, logical presentation, etc. – Pupils, in pairs, brainstorm and plan their exciting adventure stories. – Each pupil writes a narrative text on “An Exciting Adventure.”	Audio-visual resources (Samples of narrative texts)	–
	(f) Dictations for the Week	Master the spellings and meanings of specific words: courageous, generous, meadow, wilderness, adventure, thrilling, exhausted, discover, journey, imagination, companion	Pupils should master the spellings and meanings of specific words.	– Pupils, as individuals, look up the meanings, word classes, and pronunciation of the given words in a dictionary and use each word in, at least, a sentence.	Hardcopy, Online dictionary	–
4	(a) Speech work: Consonant /l/ and /r/	Identify and pronounce consonant sounds /l/ and /r/ correctly; Use each word in a sentence	Pupils should be able to identify and pronounce consonant sounds correctly and use them in sentences.	– Pupils, in pairs, listen and pronounce the sounds /l/ and /r/ accurately. – Pupils, in pairs, use each word in a sentence to practice pronunciation.	Audio-visual resources (Charts, Flashcards, Audio player, Recommended English textbooks, Pronouncing Dictionary by Daniel Jones)	–
	(b) Structure: Direct and Indirect Speech	Explain direct and indirect speech; Use direct and indirect speech in sentences; Convert direct speech into indirect speech and vice versa	Pupils should be able to explain direct and indirect speech, use them in sentences, and convert between them.	– Pupils, as a class, define direct and indirect speech and provide examples. – Pupils, in pairs, use direct and indirect speech in sentences. – Pupils, in pairs, practice converting direct speech into indirect speech and vice versa.	Audio-visual resources (Charts, Pictures on direct and indirect speech)	–
	(c) Comprehension: Comprehending Figures of Speech	Identify figures of speech in a given passage; Explain the meanings and functions of figures of speech; Compose sentences using figures of speech	Pupils should be able to identify figures of speech, explain their meanings and functions, and compose sentences using them.	– Pupils, in pairs, read the passage and identify figures of speech. – Pupils, as individuals, explain the meanings and functions of the identified figures of speech. – Pupils, in pairs, compose sentences using figures of speech.	Audio-visual resources (Passage materials, Charts on figures of speech)	–
	(d) Vocabulary development: Words associated with emotions	List a minimum of fifteen related words for emotions; Use the words in sentences; Compose short compositions on emotions	Pupils should be able to list words related to emotions, use them in sentences, and compose short compositions about emotions.	– Pupils, in groups, brainstorm and list words related to emotions. – Pupils, in pairs, use the words in sentences. – Each pupil writes a short composition about emotions.	Audio-visual resources (Charts, pictures)	–
	(e) Writing: Descriptive Writing	Identify the features of a descriptive text; Write a descriptive text on “A Beautiful Sunset”	Pupils should be able to identify descriptive text features and write a descriptive text.	– Pupils, in pairs, study a sample of a descriptive text and identify its sensory language, vivid descriptions, etc. – Pupils, in pairs, brainstorm and plan their descriptive texts on “A Beautiful Sunset.” – Each pupil writes a descriptive text on the topic.	Audio-visual resources (Samples of descriptive texts)	–
	(f) Dictations for the Week	Master the spellings and meanings of specific words: admiration, astonishment, affection, sympathy, disappointment, gratitude, disgust, jealousy, pride, delight, embarrassment	Pupils should master the spellings and meanings of specific words.	– Pupils, as individuals, look up the meanings, word classes, and pronunciation of the given words in a dictionary and use each word in, at least, a sentence.	Hardcopy, Online dictionary	–
5	(a) Speech work: Consonant /m/ and /n/	Identify and pronounce consonant sounds /m/ and /n/ correctly; Use each word in a sentence	Pupils should be able to identify and pronounce consonant sounds correctly and use them in sentences.	– Pupils, in pairs, listen and pronounce the sounds /m/ and /n/ accurately. – Pupils, in pairs, use each word in a sentence to practice pronunciation.	Audio-visual resources (Charts, Flashcards, Audio player, Recommended English textbooks, Pronouncing Dictionary by Daniel Jones)	–
	(b) Structure: Verb Tenses	Explain the concept of verb tenses and provide examples; Use verb tenses in sentences; Compose sentences and paragraphs using different verb tenses	Pupils should be able to explain verb tenses, use them in sentences, and compose text using various verb tenses.	– Pupils, as a class, define verb tenses and provide examples. – Pupils, in small groups, use different verb tenses in sentences to convey various timeframes. – Pupils, in pairs, compose sentences and paragraphs using different verb tenses.	Audio-visual resources (Charts, Pictures on verb tenses)	–
	(c) Comprehension: Comprehending Literary Devices	Identify literary devices in a given passage; Explain the meanings and functions of literary devices; Compose sentences using literary devices	Pupils should be able to identify literary devices, explain their meanings and functions, and compose sentences using them.	– Pupils, in pairs, read the passage and identify literary devices. – Pupils, as individuals, explain the meanings and functions of the identified literary devices. – Pupils, in pairs, compose sentences using literary devices.	Audio-visual resources (Passage materials, Charts on literary devices)	–
	(d) Vocabulary development: Words associated with travel	List a minimum of fifteen related words for travel; Use the words in sentences; Compose short compositions on travel	Pupils should be able to list words related to travel, use them in sentences, and compose short compositions about travel.	– Pupils, in groups, brainstorm and list words related to travel. – Pupils, in pairs, use the words in sentences. – Each pupil writes a short composition about travel.	Audio-visual resources (Charts, pictures)	–
	(e) Writing: Persuasive Writing	Explain the purpose and format of persuasive texts; Identify the features of persuasive texts; Write a persuasive text on “The Benefits of Recycling”	Pupils should be able to explain the purpose and format of persuasive texts, identify features, and write a persuasive text.	– Pupils, in pairs, study a sample of a persuasive text and identify its purpose, use of evidence, etc. – Pupils, in pairs, brainstorm and plan their persuasive texts on “The Benefits of Recycling.” – Each pupil writes a persuasive text on the topic.	Audio-visual resources (Samples of persuasive texts)	–
	(f) Dictations for the Week	Master the spellings and meanings of specific words: adventure, destination, explore, journey, navigate, itinerary, itinerary, sightseeing, adventure, navigate, destination	Pupils should master the spellings and meanings of specific words.	– Pupils, as individuals, look up the meanings, word classes, and pronunciation of the given words in a dictionary and use each word in, at least, a sentence.	Hardcopy, Online dictionary	–
6	(a) Speech work: Consonant /h/ and /w/	Identify and pronounce consonant sounds /h/ and /w/ correctly; Use each word in a sentence	Pupils should be able to identify and pronounce consonant sounds correctly and use them in sentences.	– Pupils, in pairs, listen and pronounce the sounds /h/ and /w/ accurately. – Pupils, in pairs, use each word in a sentence to practice pronunciation.	Audio-visual resources (Charts, Flashcards, Audio player, Recommended English textbooks, Pronouncing Dictionary by Daniel Jones)	–
	(b) Structure: Sentence Types	Explain the concept of sentence types and provide examples; Use different sentence types in sentences; Compose paragraphs using different sentence types	Pupils should be able to explain sentence types, use them in sentences, and compose text using various sentence types.	– Pupils, as a class, define sentence types and provide examples. – Pupils, in small groups, use different sentence types in sentences. – Pupils, in pairs, compose paragraphs using different sentence types.	Audio-visual resources (Charts, Pictures on sentence types)	–
	(c) Comprehension: Making Inferences	Identify information in a given passage that requires inference; Make reasonable inferences based on the information in the passage; Discuss and evaluate the accuracy of inferences made	Pupils should be able to identify information requiring inference, make reasonable inferences, and discuss the accuracy of their inferences.	– Pupils, in pairs, read the passage and identify information requiring inference. – Pupils, in pairs, make inferences based on the information in the passage. – Pupils, in small groups, discuss and evaluate the accuracy of the inferences made.	Audio-visual resources (Passage materials)	–
	(d) Vocabulary development: Words associated with technology	List a minimum of fifteen related words for technology; Use the words in sentences; Compose short compositions on technology	Pupils should be able to list words related to technology, use them in sentences, and compose short compositions about technology.	– Pupils, in groups, brainstorm and list words related to technology. – Pupils, in pairs, use the words in sentences. – Each pupil writes a short composition about technology.	Audio-visual resources (Charts, pictures)	–
	(e) Writing: Creative Writing	Explain the concept of creative writing; Identify the features of creative writing; Write a creative story on “A Day in the Life of a Robot”	Pupils should be able to explain creative writing, identify its features, and write a creative story.	– Pupils, in pairs, study a sample of creative writing and identify its creativity, use of imagination, etc. – Pupils, in pairs, brainstorm and plan their creative stories on “A Day in the Life of a Robot.” – Each pupil writes a creative story on the topic.	Audio-visual resources (Samples of creative writing)	–
	(f) Dictations for the Week	Master the spellings and meanings of specific words: technology, innovation, invention, computer, gadget, software, hardware, application, internet, programming, robot	Pupils should master the spellings and meanings of specific words.	– Pupils, as individuals, look up the meanings, word classes, and pronunciation of the given words in a dictionary and use each word in, at least, a sentence.	Hardcopy, Online dictionary	–
7 (Midterm)	Revision and Assessment	Review and revise all topics covered in the first six weeks; Conduct a midterm examination	Pupils should be able to review and revise all topics covered in the first six weeks and take a midterm examination.	– Pupils, in pairs, conduct peer revision sessions for each topic covered in the first six weeks. – Pupils take the midterm examination.	Midterm Examination Papers	Midterm Exam
8	(a) Speech work: Consonant /s/ and /z/	Identify and pronounce consonant sounds /s/ and /z/ correctly; Use each word in a sentence	Pupils should be able to identify and pronounce consonant sounds correctly and use them in sentences.	– Pupils, in pairs, listen and pronounce the sounds /s/ and /z/ accurately. – Pupils, in pairs, use each word in a sentence to practice pronunciation.	Audio-visual resources (Charts, Flashcards, Audio player, Recommended English textbooks, Pronouncing Dictionary by Daniel Jones)	–
	(b) Structure: Active and Passive Voice	Explain the concept of active and passive voice and provide examples; Use active and passive voice in sentences; Convert active voice into passive voice and vice versa	Pupils should be able to explain active and passive voice, use them in sentences, and convert between them.	– Pupils, as a class, define active and passive voice and provide examples. – Pupils, in small groups, use active and passive voice in sentences to demonstrate different viewpoints. – Pupils, in pairs, practice converting active voice into passive voice and vice versa.	Audio-visual resources (Charts, Pictures on active and passive voice)	–
	(c) Comprehension: Summarizing Texts	Identify the main idea and supporting details in a given passage; Summarize the passage in a limited number of sentences; Discuss and evaluate the effectiveness of summaries made	Pupils should be able to identify the main idea and supporting details, summarize a passage effectively, and discuss the quality of their summaries.	– Pupils, in pairs, read the passage and identify the main idea and supporting details. – Pupils, in pairs, write concise summaries of the passage. – Pupils, in small groups, discuss and evaluate the effectiveness of the summaries made.	Audio-visual resources (Passage materials)	–
	(d) Vocabulary development: Words associated with the environment	List a minimum of fifteen related words for the environment; Use the words in sentences; Compose short compositions on environmental issues	Pupils should be able to list words related to the environment, use them in sentences, and compose short compositions about environmental issues.	– Pupils, in groups, brainstorm and list words related to the environment. – Pupils, in pairs, use the words in sentences. – Each pupil writes a short composition about environmental issues.	Audio-visual resources (Charts, pictures)	–
	(e) Writing: Expository Writing	Explain the purpose and format of expository texts; Identify the features of expository texts; Write an expository text on “The Importance of Saving the Environment”	Pupils should be able to explain the purpose and format of expository texts, identify features, and write an expository text.	– Pupils, in pairs, study a sample of expository writing and identify its informative nature, clear organization, etc. – Pupils, in pairs, brainstorm and plan their expository texts on “The Importance of Saving the Environment.” – Each pupil writes an expository text on the topic.	Audio-visual resources (Samples of expository texts)	–
	(f) Dictations for the Week	Master the spellings and meanings of specific words: environment, pollution, conservation, ecosystem, biodiversity, climate change, deforestation, renewable, sustainability, responsibility, initiative	Pupils should master the spellings and meanings of specific words.	– Pupils, as individuals, look up the meanings, word classes, and pronunciation of the given words in a dictionary and use each word in, at least, a sentence.	Hardcopy, Online dictionary	–
9	(a) Speech work: Consonant /p/ and /b/	Identify and pronounce consonant sounds /p/ and /b/ correctly; Use each word in a sentence	Pupils should be able to identify and pronounce consonant sounds correctly and use them in sentences.	– Pupils, in pairs, listen and pronounce the sounds /p/ and /b/ accurately. – Pupils, in pairs, use each word in a sentence to practice pronunciation.	Audio-visual resources (Charts, Flashcards, Audio player, Recommended English textbooks, Pronouncing Dictionary by Daniel Jones)	–
	(b) Structure: Adjectives and Adverbs	Explain the concept of adjectives and adverbs and provide examples; Use adjectives and adverbs in sentences; Compose sentences and paragraphs using adjectives and adverbs	Pupils should be able to explain adjectives and adverbs, use them in sentences, and compose text using adjectives and adverbs.	– Pupils, as a class, define adjectives and adverbs and provide examples. – Pupils, in small groups, use adjectives and adverbs in sentences to describe nouns and verbs. – Pupils, in pairs, compose sentences and paragraphs using adjectives and adverbs.	Audio-visual resources (Charts, Pictures on adjectives and adverbs)	–
	(c) Comprehension: Drawing Conclusions	Identify information in a given passage that requires drawing conclusions; Make logical conclusions based on the information in the passage; Discuss and evaluate the validity of conclusions drawn	Pupils should be able to identify information requiring drawing conclusions, make logical conclusions, and discuss the validity of their conclusions.	– Pupils, in pairs, read the passage and identify information requiring drawing conclusions. – Pupils, in pairs, make logical conclusions based on the information in the passage. – Pupils, in small groups, discuss and evaluate the validity of the conclusions drawn.	Audio-visual resources (Passage materials)	–
	(d) Vocabulary development: Words associated with sports	List a minimum of fifteen related words for sports; Use the words in sentences; Compose short compositions on sports	Pupils should be able to list words related to sports, use them in sentences, and compose short compositions about sports.	– Pupils, in groups, brainstorm and list words related to sports. – Pupils, in pairs, use the words in sentences. – Each pupil writes a short composition about sports.	Audio-visual resources (Charts, pictures)	–
	(e) Writing: Argumentative Writing	Explain the purpose and format of argumentative texts; Identify the features of argumentative texts; Write an argumentative text on “The Benefits of Physical Education in Schools”	Pupils should be able to explain the purpose and format of argumentative texts, identify features, and write an argumentative text.	– Pupils, in pairs, study a sample of argumentative writing and identify its clear stance, use of evidence, etc. – Pupils, in pairs, brainstorm and plan their argumentative texts on “The Benefits of Physical Education in Schools.” – Each pupil writes an argumentative text on the topic.	Audio-visual resources (Samples of argumentative texts)	–
	(f) Dictations for the Week	Master the spellings and meanings of specific words: competition, teamwork, athletics, endurance, sportsmanship, cooperation, discipline, tournament, physical, performance, achievement	Pupils should master the spellings and meanings of specific words.	– Pupils, as individuals, look up the meanings, word classes, and pronunciation of the given words in a dictionary and use each word in, at least, a sentence.	Hardcopy, Online dictionary	–
10	(a) Speech work: Consonant /t/ and /d/	Identify and pronounce consonant sounds /t/ and /d/ correctly; Use each word in a sentence	Pupils should be able to identify and pronounce consonant sounds correctly and use them in sentences.	– Pupils, in pairs, listen and pronounce the sounds /t/ and /d/ accurately. – Pupils, in pairs, use each word in a sentence to practice pronunciation.	Audio-visual resources (Charts, Flashcards, Audio player, Recommended English textbooks, Pronouncing Dictionary by Daniel Jones)	–
	(b) Structure: Prepositions	Explain the concept of prepositions and provide examples; Use prepositions in sentences; Compose sentences and paragraphs using prepositions	Pupils should be able to explain prepositions, use them in sentences, and compose text using prepositions.	– Pupils, as a class, define prepositions and provide examples. – Pupils, in small groups, use prepositions in sentences to show relationships between objects. – Pupils, in pairs, compose sentences and paragraphs using prepositions.	Audio-visual resources (Charts, Pictures on prepositions)	–
	(c) Comprehension: Analyzing Text Structure	Identify the organizational structure of a given passage; Explain how the structure contributes to the text’s meaning; Discuss and evaluate the effectiveness of the text’s structure	Pupils should be able to identify the organizational structure, explain how it contributes to the text’s meaning, and discuss the effectiveness of the text’s structure.	– Pupils, in pairs, read the passage and identify its organizational structure (e.g., chronological, cause and effect, problem-solution, etc.). – Pupils, as individuals, explain how the structure contributes to the text’s meaning. – Pupils, in small groups, discuss and evaluate the effectiveness of the text’s structure in conveying its message.	Audio-visual resources (Passage materials)	–
	(d) Vocabulary development: Words associated with food and nutrition	List a minimum of fifteen related words for food and nutrition; Use the words in sentences; Compose short compositions on food and nutrition	Pupils should be able to list words related to food and nutrition, use them in sentences, and compose short compositions about food and nutrition.	– Pupils, in groups, brainstorm and list words related to food and nutrition. – Pupils, in pairs, use the words in sentences. – Each pupil writes a short composition about food and nutrition.	Audio-visual resources (Charts, pictures)	–
	(e) Writing: Research Writing	Explain the purpose and format of research texts; Identify the features of research texts; Write a research report on “The Importance of Balanced Nutrition”	Pupils should be able to explain the purpose and format of research texts, identify features, and write a research report.	– Pupils, in pairs, study a sample of research writing and identify its use of data, citations, etc. – Pupils, in pairs, brainstorm and plan their research reports on “The Importance of Balanced Nutrition.” – Each pupil writes a research report on the topic.	Audio-visual resources (Samples of research reports)	–
	(f) Dictations for the Week	Master the spellings and meanings of specific words: nutrition, balanced, diet, healthy, vitamins, minerals, carbohydrates, protein, fats, fiber, calories	Pupils should master the spellings and meanings of specific words.	– Pupils, as individuals, look up the meanings, word classes, and pronunciation of the given words in a dictionary and use each word in, at least, a sentence.	Hardcopy, Online dictionary	–
11 (Revision)	Revision and Assessment	Review and revise all topics covered in the previous ten weeks; Conduct a revision exercise and assessment	Pupils should be able to review and revise all topics covered in the previous ten weeks and participate in a revision exercise and assessment.	– Pupils, in pairs, conduct peer revision sessions for each topic covered in the previous ten weeks. – Pupils participate in a revision exercise and assessment.	Revision Exercise and Assessment Papers	Revision Exercise and Assessment
12 (Examination)	Final Examination	Conduct the final examination covering all topics taught during the term	Pupils should be able to take the final examination covering all topics taught during the term.	– Pupils take the final examination.	Final Examination Papers	Final Exam
13 (Examination)	Remedial and Evaluation	Provide remedial sessions for pupils who require additional support; Evaluate pupils’ overall performance and progress	Pupils should receive remedial support if needed, and their overall performance and progress should be evaluated.	– Remedial sessions are provided for pupils who require additional support. – Pupils’ overall performance and progress are evaluated.	Evaluation Reports and Remedial Materials	Evaluation and Remedial Sessions

Second Term English Language Scheme of Work for Primary 5

Week	Topic	Content	Behavioural Objectives	Learning Activities	Instructional Materials
1	(a) Structure: Abbreviations and Acronyms	– Identify features of abbreviated forms of words – Differentiate between abbreviations and acronyms – Apply standard English conventions in abbreviations of common words – Compose different forms of short letters/texts	– Brainstorm when they have used short forms of words in texts to understand abbreviations and acronyms. – Write down and discuss common abbreviations and acronyms. – Discuss the differences between abbreviations and acronyms.	Cell phone, Computer System/Projector, Videos
			– Identify features of abbreviated forms of words – Differentiate between abbreviations and acronyms – Apply standard English conventions in abbreviations of common words – Compose different forms of short letters/texts	– Brainstorm when they have used short forms of words in texts to understand abbreviations and acronyms. – Write down and discuss common abbreviations and acronyms. – Discuss the differences between abbreviations and acronyms.	Cell phone, Computer System/Projector, Videos
(b) Structure: Review of reported speech (command)	– Mention the rules guiding the reported speech – Form command sentences – Convert direct command sentence to reported command – Demonstrate the use of direct and reported commands in class	– Watch a short clip lesson on reported speech to decode and list the rules guiding direct and indirect speech. – Construct ten command sentences in small groups and share with the class. – Convert their constructed direct commands to reported commands in small groups. – Stand at the center of class, conversing to demonstrate the use of reported command.	Charts/Flashcards, Video clip, Games on tenses
(c) Comprehension and Vocabulary Development: Reading to comprehend	– Identify the topic sentence in each paragraph – Establish the relationship between the topic sentence(s) and the main idea in a given passage – Attach contextual meanings to new words found in a given passage – Construct sentences with the new words	– Listen to the teacher read the passage, identifying new words and their pronunciation. – Identify the topic sentence in each paragraph and relate it to the main idea in the passage. – Pair up to establish the relationship between real-life experiences and the main idea in the passage. – Construct sentences with the new words and show their teachers.	Flashcards
(d) Writing: Letter Writing: Responding to a Formal Invitation	– Make a list of occasions for formal invitation – Give reasons for formal invitation – Identify the features of formal invitations – Write responses to formal invitations	– Brainstorm occasions that require formal invitations. – State reasons for formal invitations. – Discuss the format for responding to a formal invitation. – Study sample cards provided by the teacher. – Draft responses to formal invitations and share with the class.	Charts on the features of invitations, Sample of formal invitation cards
(e) Dictations for the Week	– Learners are guided to master the spellings and meanings of specific words.	For home study, pupils look up the meanings, word classes, and pronunciation of the given words in a dictionary and use each word in, at least, a sentence.	Hardcopy dictionary, Online dictionary
2	(a) Speech work: Oral Composition talking about myself, family, and environment	– Pronounce relevant words on the topic – Compose sentences sequentially on the topic – Develop the ability to speak fluently about the family	– Mention words related to self, family, and environment and pronounce them clearly and distinctively. – Use words related to family in sentences. – Describe key features of their family. – Discuss “myself and my family” fluently.	Charts/Flashcards, Audio player, Smiley face game, Pronouncing Dictionary by Daniel Jones
(b) Structure: Word Bank and Sentence Building	– Create new words from given words, define and provide examples of modal auxiliaries – Complete phrases with sentences – Summarize a long sentence	– Brainstorm to provide new words or compound words from the first given word. – Classify words for polite and casual requests. – Complete phrases on the board by adding extra words to make them into longer sentences.	Charts/Flashcards, Word/Sentence Building Games, Drilling Game
(c) Comprehension and Vocabulary: Law and Order	– Identify words related to law and order in a given passage – Write the meaning of the identified words and use them in another meaningful sentence – Demonstrate how each word is applicable to law and order – Derive answers from the passage to given questions	– Identify words associated with law and order in a video clip and a given passage. – Write the meaning of the identified words and use them in other meaningful sentences. – Demonstrate words and sentences associated with law and order. – Compare answers with other groups.	Flash cards, Pictures, Video clip, English textbook
(d) Writing: Formal Invitation as Opposed to Letter Writing	– Recall and describe formal invitations and letter writing – Contrast the features of formal invitation and letter writing – Write a formal invitation and a formal letter	– Describe a formal invitation and a formal letter based on previous lessons. – Study samples of formal invitations and formal letters to contrast their features. – Write a formal invitation and a formal letter.	Charts, Sample of formal invitation and a formal letter
(e) Dictation for the week	– Learners are guided to learn specific words.	For home study, each pupil looks up the meanings, word classes, and pronunciation of the given words in a dictionary, and uses each word in, at least, a sentence.	Hardcopy dictionary, Online dictionary
3	(a) Speech work: Dialogue on the experience of national Issues	– Identify proper ethics of discussion – Demonstrate good mastery of word pronunciation, stress placement on words in a sentence, and pauses in speaking. – Discuss, write, and deliver a dialogue on national issues with fluency and clarity.	– Brainstorm important national issues in the past and present. – Discuss the ethics of discussion, such as politeness, respect for others’ opinions, and active listening. – Write and deliver a dialogue on a chosen national issue.	Charts, Audio recordings, Video clips
(b) Structure: Question Tags	– Mention the rules guiding question tags – Write questions using question tags – Demonstrate the use of question tags in a conversation	– Watch a short video on question tags to understand the rules. – Write questions using question tags. – Engage in a conversation using question tags.	Charts, Video clips
(c) Comprehension and Vocabulary Development: Reading to Analyze and Synthesize	– Identify the main ideas and supporting details in a given passage – Use contextual clues to determine the meanings of unfamiliar words – Summarize a given passage	– Read a passage silently and identify the main ideas and supporting details. – Use contextual clues to determine the meanings of unfamiliar words. – Summarize the passage in a written form.	Pictures, Video clips, English textbooks
(d) Writing: Write a short story with the topic “A Visit to the Zoo”	– Identify the features of a short story – Write a short story with a clear beginning, middle, and end – Discuss and share their short stories with the class	– Identify the features of a short story and discuss them. – Brainstorm ideas for their short stories based on the topic “A Visit to the Zoo.” – Write their short stories, ensuring they have a clear beginning, middle, and end. – Share their short stories with the class.	Charts on the features of a short story, Sample short stories
(e) Dictations for the week	– Learners are guided to learn the spellings of specific words.	For home study, each pupil looks up the meanings, word classes, and pronunciation of the given words in a dictionary and uses each word in, at least, a sentence.	Hardcopy dictionary, Online dictionary
4	(a) Speech work: Expository speech on the topic “The Solar System”	– Define the solar system – Differentiate between the components of the solar system – Discuss the characteristics and importance of the sun and planets in the solar system	– Define the solar system and its components. – Differentiate between the sun and planets in the solar system. – Discuss the characteristics and importance of the sun and planets. – Present an expository speech on the topic “The Solar System.”	Charts, Diagrams of the solar system, Video clips
(b) Structure: Contractions	– Identify contractions in sentences – Form contractions from words – Use contractions in sentences and conversations	– Identify contractions in sentences. – Form contractions from words. – Use contractions in sentences and conversations.	Charts, Flashcards, Sentences with contractions
(c) Comprehension and Vocabulary Development: Reading for Critical Analysis	– Identify the author’s purpose in a given passage – Analyze the tone and mood in a given passage – Determine the central message of the passage – Answer questions based on the passage	– Read a passage silently and identify the author’s purpose. – Analyze the tone and mood in the passage. – Determine the central message of the passage. – Answer questions based on the passage.	Pictures, Video clips, English textbooks
(d) Writing: Writing a Report on “A Famous Personality”	– Identify famous personalities – Conduct research on a chosen famous personality – Write a report on the chosen famous personality – Share and discuss their reports with the class	– Discuss famous personalities with the class. – Choose a famous personality and conduct research on them. – Write a report on the chosen famous personality, highlighting their background, achievements, and contributions. – Share and discuss their reports with the class.	Charts on report writing, Sample reports
(e) Dictations for the week	– Learners are guided to learn the spellings of specific words.	For home study, each pupil looks up the meanings, word classes, and pronunciation of the given words in a dictionary and uses each word in, at least, a sentence.	Hardcopy dictionary, Online dictionary
5	(a) Speech work: Group Discussion on the topic “The Environment and Climate Change”	– Define the environment and climate change – Discuss the causes and effects of climate change – Express their opinions and suggestions on mitigating climate change	– Define the environment and climate change. – Discuss the causes and effects of climate change. – Express their opinions and suggestions on mitigating climate change during a group discussion.	Charts, Diagrams on climate change, Video clips
(b) Structure: Word Bank and Sentence Building	– Create new words from given words, define and provide examples of modal auxiliaries – Complete phrases with sentences – Summarize a long sentence	– Brainstorm to provide new words or compound words from the first given word. – Classify words for polite and casual requests. – Complete phrases on the board by adding extra words to make them into longer sentences.	Charts/Flashcards, Word/Sentence Building Games, Drilling Game
(c) Comprehension and Vocabulary Development: Reading to Compare and Contrast	– Identify the similarities and differences between two passages – Answer questions based on the passages – Discuss the importance of reading for comparison and contrast	– Read two passages and identify the similarities and differences between them. – Answer questions based on the passages. – Discuss the importance of reading for comparison and contrast.	Pictures, Video clips, English textbooks
(d) Writing: Writing an Informal Letter to a Friend	– Understand the features of informal letters – Write an informal letter to a friend – Share and discuss their letters with the class	– Discuss the features of informal letters with the class. – Write an informal letter to a friend, sharing personal experiences, thoughts, and emotions. – Share and discuss their letters with the class.	Charts on the features of informal letters, Sample informal letters
(e) Dictations for the week	– Learners are guided to learn the spellings of specific words.	For home study, each pupil looks up the meanings, word classes, and pronunciation of the given words in a dictionary and uses each word in, at least, a sentence.	Hardcopy dictionary, Online dictionary
6	(a) Speech work: Group Discussion on the topic “The Importance of Education”	– Define education and its importance – Discuss the benefits of education – Express their personal views on the importance of education	– Define education and its importance. – Discuss the benefits of education. – Express their personal views on the importance of education during a group discussion.	Charts, Video clips, Group discussion guidelines
(b) Structure: Prepositions	– Identify prepositions in sentences – Form sentences using prepositions – Discuss the uses of prepositions in sentences	– Identify prepositions in sentences. – Form sentences using prepositions. – Discuss the uses of prepositions in sentences.	Charts, Flashcards, Sentences with prepositions
(c) Comprehension and Vocabulary Development: Reading for Inference	– Make inferences from a given passage – Answer questions based on the passage – Discuss the importance of making inferences while reading	– Read a passage and make inferences based on the information provided. – Answer questions based on the passage. – Discuss the importance of making inferences while reading.	Pictures, Video clips, English textbooks
(d) Writing: Writing a Poem on “Nature’s Beauty”	– Discuss the elements of poetry – Write a poem on the theme “Nature’s Beauty” – Share and recite their poems with the class	– Discuss the elements of poetry, such as rhyme, rhythm, and imagery. – Write a poem on the theme “Nature’s Beauty,” incorporating these elements. – Share and recite their poems with the class.	Charts on poetic elements, Sample poems
(e) Dictations for the week	– Learners are guided to learn the spellings of specific words.	For home study, each pupil looks up the meanings, word classes, and pronunciation of the given words in a dictionary and uses each word in, at least, a sentence.	Hardcopy dictionary, Online dictionary
7 (Midterm)	– Midterm Assessment (Written) – Covering topics from Weeks 1 to 6	– Complete the written midterm assessment, covering topics from Weeks 1 to 6.	Midterm assessment papers, Answer sheets
8	(a) Speech work: Debate on the topic “The Influence of Technology on Society”	– Define technology and its influence on society – Discuss the positive and negative impacts of technology – Participate in a debate on the topic	– Define technology and its influence on society. – Discuss the positive and negative impacts of technology. – Participate in a debate on the topic “The Influence of Technology on Society.”	Charts, Video clips, Debate guidelines
(b) Structure: Direct and Indirect Speech	– Differentiate between direct and indirect speech – Convert sentences from direct to indirect speech – Discuss the rules and changes in reporting verbs	– Differentiate between direct and indirect speech. – Convert sentences from direct to indirect speech. – Discuss the rules and changes in reporting verbs.	Charts, Flashcards, Sentences for conversion
(c) Comprehension and Vocabulary Development: Reading for Evaluation	– Evaluate a given passage critically – Answer questions based on the passage – Share their evaluations with the class	– Read a passage critically and evaluate its content, style, and effectiveness. – Answer questions based on the passage. – Share their evaluations with the class.	Pictures, Video clips, English textbooks
(d) Writing: Writing an Argumentative Essay on “The Use of Social Media”	– Identify the features of an argumentative essay – Write an argumentative essay on the topic “The Use of Social Media” – Share and discuss their essays with the class	– Discuss the features of an argumentative essay, including the introduction, body, and conclusion. – Write an argumentative essay on the topic “The Use of Social Media,” presenting arguments and evidence. – Share and discuss their essays with the class.	Charts on argumentative essay structure, Sample argumentative essays
(e) Dictations for the week	– Learners are guided to learn the spellings of specific words.	For home study, each pupil looks up the meanings, word classes, and pronunciation of the given words in a dictionary and uses each word in, at least, a sentence.	Hardcopy dictionary, Online dictionary
9	(a) Speech work: Presentation on “My Role Model”	– Identify the concept of a role model – Choose and describe their role model – Prepare and deliver a presentation about their role model	– Discuss the concept of a role model and its significance. – Choose and describe their role model, highlighting their qualities and achievements. – Prepare and deliver a presentation about their role model to the class.	Charts, Pictures of role models, Presentation guidelines
(b) Structure: Types of Sentences	– Identify the types of sentences (declarative, interrogative, imperative, exclamatory) – Construct sentences of each type – Understand the functions of different types of sentences	– Identify the types of sentences (declarative, interrogative, imperative, exclamatory). – Construct sentences of each type. – Understand the functions of different types of sentences.	Charts, Flashcards, Sentences for identification
(c) Comprehension and Vocabulary Development: Reading for Interpretation	– Interpret a given passage from different perspectives – Answer questions based on the passage – Discuss the importance of interpretation in reading	– Read a passage and interpret it from different perspectives. – Answer questions based on the passage. – Discuss the importance of interpretation in reading.	Pictures, Video clips, English textbooks
(d) Writing: Writing a Descriptive Essay on “My Dream House”	– Identify the features of a descriptive essay – Write a descriptive essay on the topic “My Dream House” – Share and discuss their essays with the class	– Discuss the features of a descriptive essay, including vivid descriptions and sensory details. – Write a descriptive essay on the topic “My Dream House,” painting a clear picture with words. – Share and discuss their essays with the class.	Charts on descriptive essay structure, Sample descriptive essays
(e) Dictations for the week	– Learners are guided to learn the spellings of specific words.	For home study, each pupil looks up the meanings, word classes, and pronunciation of the given words in a dictionary and uses each word in, at least, a sentence.	Hardcopy dictionary, Online dictionary
10	(a) Speech work: Group Presentation on “Our Cultural Heritage”	– Define cultural heritage and its significance – Research and present information about a chosen aspect of cultural heritage – Engage in group discussions and presentations	– Define cultural heritage and its significance. – Research and present information about a chosen aspect of cultural heritage. – Engage in group discussions and presentations on “Our Cultural Heritage.”	Charts, Pictures of cultural heritage, Presentation guidelines
(b) Structure: Active and Passive Voice	– Differentiate between active and passive voice – Convert sentences from active to passive voice and vice versa – Discuss the use of passive voice in writing	– Differentiate between active and passive voice. – Convert sentences from active to passive voice and vice versa. – Discuss the use of passive voice in writing.	Charts, Flashcards, Sentences for conversion
(c) Comprehension and Vocabulary Development: Reading for Empathy	– Identify the emotions and perspectives of characters in a story – Answer questions based on the emotions and perspectives – Discuss the importance of empathy in reading	– Read a story and identify the emotions and perspectives of characters. – Answer questions based on the emotions and perspectives. – Discuss the importance of empathy in reading.	Pictures, Video clips, Storybooks
(d) Writing: Writing a Narrative Essay on “A Memorable Experience”	– Identify the features of a narrative essay – Write a narrative essay on the topic “A Memorable Experience” – Share and discuss their essays with the class	– Discuss the features of a narrative essay, including a clear sequence of events and personal reflection. – Write a narrative essay on the topic “A Memorable Experience,” recounting the event and its significance. – Share and discuss their essays with the class.	Charts on narrative essay structure, Sample narrative essays
(e) Dictations for the week	– Learners are guided to learn the spellings of specific words.	For home study, each pupil looks up the meanings, word classes, and pronunciation of the given words in a dictionary and uses each word in, at least, a sentence.	Hardcopy dictionary, Online dictionary
11 (Revision)	– Revision of Topics Covered So Far – Practice exercises and discussions on previous topics	– Engage in revision of topics covered so far. – Practice exercises and discussions on previous topics.	Revision materials, Practice exercises
12 (Examination)	– Final Examination (Written) – Covering topics from Weeks 1 to 10	– Complete the written final examination, covering topics from Weeks 1 to 10.	Final examination papers, Answer sheets
13 (Examination)	– Final Examination (Oral) – Oral assessment on speech and presentation skills developed during the term	– Complete the oral assessment, which includes speech and presentation skills developed during the term.	Assessment guidelines, Assessment rubrics

Third Term English Language Scheme of Work for Primary 5

Week	Topic	Content	Behavioral Objectives	Learning Activities	Instructional Materials	Examination
1	Speech work: Intonation Practice passage (Request)	– Read dialogues aloud repeatedly to master the intonation patterns in a given script;	By the end of the lesson, pupils should be able to:	– Pupils, as a class, listen to short recordings of everyday dialogues and ‘shadow read’ the script or read it along with the tape using the same stress and intonation as the speakers. Pupils can repeat this exercise until their voice sounds similar to the voice on the recording.	Tape recorder, Videos, Books with different songs	–
		– Draw out the intonation patterns in given recorded dialogues;	– Read dialogues aloud repeatedly to master the intonation patterns in a given script;	– Pupils, in small groups, note down or record some examples of intonation of the speakers in the dialogues.	–	–
		– Create dialogue to generate intonation in request form.	– Draw out the intonation patterns in given recorded dialogues;	– Pupils pair up to create a dialogue to form intonation in requests and share with the class (e.g., “Will you lend me your pen?”, “Would you call him for me?”)—rising tone.	–	–
2	Structure: Linking Words	– Identify linking words;	By the end of the lesson, pupils should be able to:	– Pupils, as a class, are introduced to linking words on charts and also guided to identify linking words in a given passage.	Charts/Flashcards, Video clip, Games on tenses	–
		– Classify linking words according to their functions;	– Identify linking words;	– Pupils, in small groups, classify the identified linking words based on their functions in sentences and share with the class (e.g., a. cause/Effect (because, so…that), b. opposition (although, but), Contrast (but, whereas), d. Addition (and), etc.)	–	–
		– Form sentences and paragraphs with linking words.	– Classify linking words according to their functions;	– Pupils, in pairs, use linking words in different sentences and share with the class.	–	–
3	Comprehension and Vocabulary Development	– Reading to comprehend main ideas and acquire new words.	By the end of the lesson, pupils should be able to:	– Pupils listen to the teacher read the passage with a view to identifying new words and getting their appropriate pronunciation.	Flashcards	–
		– Identify the topic sentence in each paragraph;	– Identify the topic sentence in each paragraph;	– Pupils, in small groups, identify the topic sentence in each paragraph and relate it to the main idea in the passage.	–	–
		– Establish the relationship between the topic sentence(s) and the main idea in a given passage;	– Establish the relationship between the topic sentence(s) and the main idea in a given passage;	– Pupils pair up to establish the relationship between their real-life experiences and the main idea in the passage.	–	–
		– Attach contextual meanings to new words found in a given passage;	– Attach contextual meanings to new words found in a given passage;	– Each pupil constructs sentences with the new words and shows their teachers.	–	–
4	Writing: Composition involving expression of opinions	– State qualities of expressing opinions;	By the end of the lesson, pupils should be able to:	– Pupils, in pairs, dialogue with each other and embrace the following qualities in their conversations: Be brief, show empathy with other opinions, disagree politely, use appropriate words/register, etc.	Charts on the features of invitation, Sample of formal invitation cards	–
		– Identify common phrases for opinions;	– Identify common phrases for opinions.	– Pupils, in small groups, identify common phrases for personal opinions (e.g., “I think,” “I believe…,” “I feel…,” “In my honest opinion,” etc.)	–	–
		– Compose a paragraph of an opinion on a given topic.	– Compose a paragraph of an opinion on a given topic;	– Pupils, in pairs, write paragraphs expressing their opinions on various topics, such as “Should children be allowed to have pets?”	–	–

Week	Topic	Content	Behavioral Objectives	Learning Activities	Instructional Materials	Examination
5	Reading Comprehension: Inference Skills	– Define inference in reading;	By the end of the lesson, pupils should be able to:	– Pupils, as a class, discuss the meaning of inference in reading and why it’s important.	Charts on inference, Sample texts for inference practice	–
		– Identify clues in a text to make inferences;	– Define inference in reading;	– Pupils, in pairs, read short passages and identify clues within the text to make inferences about character feelings, plot development, etc.	–	–
		– Draw conclusions from the text.	– Identify clues in a text to make inferences;	– Pupils share their inferences and conclusions with the class and discuss whether they agree or disagree with each other’s interpretations.	–	–
6	Vocabulary Development: Synonyms and Antonyms	– Identify synonyms and antonyms;	By the end of the lesson, pupils should be able to:	– Pupils, as a class, are introduced to the concept of synonyms (words with similar meanings) and antonyms (words with opposite meanings).	Charts on synonyms and antonyms, Flashcards with word pairs	–
		– Use synonyms and antonyms effectively in sentences;	– Identify synonyms and antonyms;	– Pupils, in pairs, work with word pairs (e.g., happy-sad) to create sentences that showcase synonyms and antonyms.	–	–
		– Expand vocabulary by learning synonyms and antonyms.	– Use synonyms and antonyms effectively in sentences;	– Pupils participate in a vocabulary game where they match synonyms and antonyms to build their word bank.	–	–
7	Midterm Examination	– Comprehensive examination covering topics from Weeks 1 to 6.	Assess pupils’ understanding of the topics covered in Weeks 1 to 6.	– Pupils take the midterm examination under examination conditions.	Examination papers, Writing materials	Midterm Exam
8	Creative Writing: Storytelling	– Identify the components of a story (characters, setting, plot);	By the end of the lesson, pupils should be able to:	– Pupils discuss the key components of a story, such as characters, setting, and plot.	Charts on story components, Storybooks, Picture prompts	–
		– Develop a story with a clear beginning, middle, and end;	– Identify the components of a story (characters, setting, plot);	– Pupils, in pairs, work together to create a short story with a clear structure, including a beginning, middle, and end.	–	–
		– Enhance descriptive writing skills.	– Develop a story with a clear beginning, middle, and end;	– Pupils practice descriptive writing by using vivid language to describe the characters, setting, and events in their stories.	–	–
9	Poetry Appreciation and Recitation	– Explore different types of poems (rhyming, free verse, etc.);	By the end of the lesson, pupils should be able to:	– Pupils read and discuss various types of poems, including rhyming and free verse poetry.	Poetry books, Audio recordings of poems	–
		– Identify poetic devices (rhyme, rhythm, simile, metaphor, etc.);	– Explore different types of poems (rhyming, free verse, etc.);	– Pupils identify poetic devices in the poems they read and discuss how these devices enhance the meaning and impact of the poems.	–	–
		– Recite a poem with expression and appropriate intonation.	– Identify poetic devices (rhyme, rhythm, simile, metaphor, etc.);	– Pupils practice reciting poems with expression and intonation to convey the emotions and themes of the poems effectively.	–	–
10	Grammar: Punctuation and Capitalization	– Understand the rules of punctuation (comma, period, question mark, exclamation mark, etc.);	By the end of the lesson, pupils should be able to:	– Pupils review the rules of punctuation, focusing on the correct use of commas, periods, question marks, and exclamation marks.	Charts on punctuation rules, Sample sentences for practice	–
		– Apply correct punctuation and capitalization in sentences;	– Understand the rules of punctuation (comma, period, question mark, exclamation mark, etc.);	– Pupils practice punctuating sentences and capitalizing words correctly in sentences.	–	–

Important Tips On English Language scheme of work for Primary 5

Learning Outcomes On English Language scheme of work for Primary 5

By the end of the academic year, students should be able to:

Read and comprehend a variety of texts with increased complexity.
Write coherent and structured paragraphs and short compositions.
Speak confidently and fluently in various situations.
Listen attentively and respond appropriately to oral communication.
Understand and apply basic grammar rules and vocabulary effectively.

Assessment Methods On English Language scheme of work for Primary 5

Assessment will be a combination of formative and summative methods, including:

Regular quizzes and comprehension exercises to gauge understanding.
Written assignments to assess writing skills and creativity.
Oral presentations and discussions to evaluate speaking and listening abilities.
End-of-term assessments to measure overall progress.

Curriculum Content On English Language scheme of work for Primary 5

Exploring Different Types of Texts – narratives, informational, and persuasive texts.
Vocabulary Building – synonyms, antonyms, and context clues.
Basic Grammar – sentence structure, nouns, verbs, adjectives.
Reading Comprehension – extracting information and making inferences.
Creative Writing – descriptive paragraphs and short stories.

Introduction to Poetry – understanding rhyme, rhythm, and figurative language.
Developing Writing Skills – organizing ideas, using transitional words.
Speaking Skills – giving clear instructions and presentations.
Exploring Fables and Folktales – analyzing moral lessons in stories.
Grammar Focus – subject-verb agreement, adverbs, conjunctions.

Reading Strategies – predicting, summarizing, and connecting ideas.
Narrative Writing – crafting engaging storylines and characters.
Effective Communication – expressing opinions and asking questions.
Non-Fiction Reading – comprehending charts, graphs, and diagrams.
Advanced Grammar – tenses, prepositions, pronouns.

Teaching Strategies On English Language scheme of work for Primary 5

Interactive Discussions – promoting active participation and critical thinking.
Collaborative Learning – group activities to encourage peer learning.
Role Plays – simulating real-life conversations and scenarios.
Storytelling Sessions – enhancing creativity and narrative skills.
Technology Integration – using digital resources for interactive learning.

Resources and Materials On English Language scheme of work for Primary 5

Textbooks and Workbooks – providing structured lessons and exercises.
Reading Materials – a variety of age-appropriate books and articles.
Visual Aids – posters, charts, and multimedia presentations.
Writing Tools – notebooks, pens, and markers for creative activities.
Online Platforms – interactive language learning websites and apps.

Feedback and Support On English Language scheme of work for Primary 5

Regular feedback will be provided through individual assessments, group discussions, and teacher-student interactions. Additional support will be offered to students who need extra assistance, such as one-on-one sessions or supplementary resources. Parent-teacher conferences will also be held to discuss students’ progress and address any concerns.

In conclusion, the Primary 5 English Language Scheme of Work aims to create a conducive environment for language development, fostering students’ abilities in reading, writing, speaking, and listening. Through a well-structured curriculum, engaging teaching strategies, and comprehensive assessment methods, students will have the opportunity to enhance their language skills and become more confident communicators.